The effects of self-controlled peers on students’ academic performance

Self-control is a non-cognitive ability that can predict academic performance, and students’ self-control can be influenced by their peers. In this study, we examine the effects of exposure to self-controlled peers on students’ academic performance. Using data from Chinese middle school students, we find that being in a class with self-controlled peers improves students’ test scores. The peer self-control works through both the shining light model and the bad apple model. We also find the asymmetric gender effect whereby self-controlled boy peers influence both genders, whereas self-controlled girl peers have no impact on either gender. The potential mechanism analysis reveals that peer self-control improves students’ scores primarily through supportive teaching attitudes and behaviors, a favorable class environment, and student behavior modification; we find limited influence of peer self-control in the classroom on students’ social network.